Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g2K4WMu05195; Tue, 19 Mar 2002 23:32:22 -0500 (EST) Date: Tue, 19 Mar 2002 23:32:22 -0500 (EST) Message-Id: <007001c1cfc8$3cb52d80$4a404241@swbell.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Sarah C Schutte <sschutte@swbell.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:7455] New here and a question already! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: multipart/alternative; X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Status: O Content-Length: 4822 Lines: 70 This is a multi-part message in MIME format. --Boundary_(ID_77iRwuAkuW4+dzCOzlhVEA) Content-type: text/plain; charset=iso-8859-1 Content-transfer-encoding: 7BIT Hello. I am new to this list, but have been reading, with interest, the postings. I was wondering whether you would have some advice for me, or some resources for me to research on my own. First, a little about myself and my situation. I have been teaching for 11 years, but this is the first year I have had ESL students. I teach three blocked classes (90 mins. long) of 8th grade Reading/Writing Workshop; one class of 22 students, 13 of whom are mainstreamed ESL students. These students range from low Novice to low Intermediate in ability. All are native Spanish speakers. I teach in a middle school in Little Rock, Arkansas. We have no aides, no specific materials, and I am just now halfway into becoming ESL endorsed. My question has to do with recommendations for next year. I feel that some of the ESL students would do better without someone to rely upon to do translation all the time. I don't want to isolate the students from one another, but I have found that the low Novice students (two with no English at all) do not even try to understand since they rely upon the others who have some English to translate for them. There are two other reasons I have come to this conclusion. 1) I have not seen much progress in the English of any of the students, except for one who is definitely gifted. 2) The ESL students and the native speaking students do not mix well, even though I insist on mixed grouping. I think if we separate the ESL students, all the students will benefit by the effort of trying to communicate with one another. Therefore, I would like to recommend that ESL students be separated somewhat, instead of all in one classroom. Do any of you have any thoughts or ideas, either in support of or against my recommendation? Thank you for your input. Sarah Schutte Cloverdale Magnet Middle School Little Rock, Arkansas --Boundary_(ID_77iRwuAkuW4+dzCOzlhVEA) Content-type: text/html; charset=iso-8859-1 Content-transfer-encoding: 7BIT <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=Content-Type content="text/html; charset=iso-8859-1"> <META content="MSHTML 5.50.4134.100" name=GENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=#ffffff> <P><FONT face="Comic Sans MS" size=2>Hello. I am new to this list, but have been reading, with interest, the postings. I was wondering whether you would have some advice for me, or some resources for me to research on my own.</FONT></P> <P><FONT face="Comic Sans MS" size=2>First, a little about myself and my situation. I have been teaching for 11 years, but this is the first year I have had ESL students. I teach three blocked classes (90 mins. long) of 8<SUP>th</SUP> grade Reading/Writing Workshop; one class of 22 students, 13 of whom are mainstreamed ESL students. These students range from low Novice to low Intermediate in ability. All are native Spanish speakers. I teach in a middle school in Little Rock, Arkansas. We have no aides, no specific materials, and I am just now halfway into becoming ESL endorsed. </FONT></P> <P><FONT face="Comic Sans MS" size=2>My question has to do with recommendations for next year. I feel that some of the ESL students would do better without someone to rely upon to do translation all the time. I don’t want to isolate the students from one another, but I have found that the low Novice students (two with no English at all) do not even try to understand since they rely upon the others who have some English to translate for them. </FONT></P> <P><FONT face="Comic Sans MS" size=2>There are two other reasons I have come to this conclusion. 1) I have not seen much progress in the English of any of the students, except for one who is definitely gifted. 2) The ESL students and the native speaking students do not mix well, even though I insist on mixed grouping. I think if we separate the ESL students, all the students will benefit by the effort of trying to communicate with one another. </FONT></P> <P><FONT face="Comic Sans MS" size=2>Therefore, I would like to recommend that ESL students be separated somewhat, instead of all in one classroom. Do any of you have any thoughts or ideas, either in support of or against my recommendation?</FONT></P> <P><FONT face="Comic Sans MS" size=2>Thank you for your input.</FONT></P> <DIV><FONT face="Comic Sans MS" size=2>Sarah Schutte</FONT></DIV> <DIV><FONT face="Comic Sans MS" size=2>Cloverdale Magnet Middle School</FONT></DIV> <DIV><FONT face="Comic Sans MS" size=2>Little Rock, Arkansas</FONT></DIV> <P><FONT face="Comic Sans MS"></FONT> </P></BODY></HTML> --Boundary_(ID_77iRwuAkuW4+dzCOzlhVEA)--
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